Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors

IF 0.7 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken
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引用次数: 0

Abstract

The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors’ engagement positively related to participants’ own engagement, which was also positively related to better learning outcomes. When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.
提示参与:滴流式参与模型在教师课堂行为中的应用
涓滴式参与模型认为,教师的参与促进了学生的参与,这反过来又对学生的学习产生了积极的影响。我们的目标是为讲师提供基于证据的实践建议,以向学生传达他们对课程材料的参与,激活涓滴过程。在两个实验中,我们使用了录制的模拟讲座,在这些讲座中,我们操纵了教师在课堂上的动作(研究1),并使用了激发教师参与的热情陈述(研究2)。在这两项研究中,我们测量了学生的学习情况,并评估了他们对教师参与度、自己的参与度和所提供材料的看法。参与的提示语句成功地传达了教练的参与,但身体运动没有。与涓滴式参与模型和我们的假设一致,对教师参与的感知与参与者自己的参与呈正相关,这也与更好的学习结果呈正相关。当教师用课程材料口头交流他们的参与度时,学生会更投入,并表现出更好的学习效果。引导明确、积极的教师参与有很多好处,包括增强学生的学习和教育体验。
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来源期刊
CiteScore
2.40
自引率
22.20%
发文量
68
期刊介绍: Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.
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